Paige Smith, ECI 430, 10/19/12 UNIT TITLE: Composing sentences with correct structure and words. LESSON TITLE: Picking out homonyms and distinguishing their meanings. CONTEXT: This lesson is designed for 7th graders, who need a clearer understanding of words that sound the same, but have different meanings. I plan to have students read quotes from the novel The Giver and find homonyms. Students will be using this novel for reference because they are reading it in their English class. Before giving the students the quotes, I will explain to them what a homonym is and how they are used in sentences. Examples will also be provided. OBJECTTIVES:
-Students will be able to distinguish which homonym to use when they read or write.
-Students will be able to pick out homonyms by reading text. COMMON CORE STANDARDS:
Grade 6: Writing Standard 3- Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
Grade 7 & 8: Writing Standard 3 -Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. MATERIALS:
Power Point or other tool with example of homonyms
Copies of quotes from The Giver (each student will receive a copy)
Highlighters
TIME: 12 minutes INSTRUCTIONAL PROCEDURES: This lesson will be taught after reading The Giver. Intro- I will ask students if they know what a homonym is. Students may give feedback or examples. After this, I will explain to them what a homonym is. Instruction- (Power Point) 4 minutes.
1. Give an example of a homonym of two girls whose names are both Brittany. Their names will be spelled differently and they will look different. This will give students a chance to realize that homonyms sound the same, but have different meanings and spellings.
2.Give examples of homonyms such as: i.Bare/bear ii.Be/bee iii.To/Too/Two iv.Blew/blew 3. Review- 5 minutesStudents will then have their own time to practice with the words.
I will give students the same quotes from The Giver and they will have to highlight homonyms.
We will then come back as a class and discuss what homonyms they found.
If they provide an example, they are to give the correct definition and the other homonyms that are paired with it.
4. Closure – 3 minutes. I will ask the students if they have any questions.
EVALUATION: I will know if my students learned from this lesson by giving them a follow up activity. Also students will be writing a paper later in the unit and I will be able to see if they used the homonyms correctly.
ACCOMMODATIONS: Any students that have special need, I will accommodate with them. Examples would be if students had visual impairments, I could provide bigger font on for the quotes. If students need for me to read the quotes aloud, I can do so as well.
Paige Smith, ECI 430, 10/19/12
UNIT TITLE: Composing sentences with correct structure and words.
LESSON TITLE: Picking out homonyms and distinguishing their meanings.
CONTEXT: This lesson is designed for 7th graders, who need a clearer understanding of words that sound the same, but have different meanings. I plan to have students read quotes from the novel The Giver and find homonyms. Students will be using this novel for reference because they are reading it in their English class. Before giving the students the quotes, I will explain to them what a homonym is and how they are used in sentences. Examples will also be provided.
OBJECTTIVES:
-Students will be able to distinguish which homonym to use when they read or write.
-Students will be able to pick out homonyms by reading text.
COMMON CORE STANDARDS:
Grade 6: Writing Standard 3- Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
Grade 7 & 8: Writing Standard 3 -Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
MATERIALS:
TIME: 12 minutes
INSTRUCTIONAL PROCEDURES: This lesson will be taught after reading The Giver.
Intro- I will ask students if they know what a homonym is. Students may give feedback or examples. After this, I will explain to them what a homonym is.
Instruction- (Power Point) 4 minutes.
1. Give an example of a homonym of two girls whose names are both Brittany. Their names will be spelled differently and they will look different. This will give students a chance to realize that homonyms sound the same, but have different meanings and spellings.
2.Give examples of homonyms such as:
i. Bare/bear
ii. Be/bee
iii. To/Too/Two
iv. Blew/blew
3. Review- 5 minutesStudents will then have their own time to practice with the words.
4. Closure – 3 minutes. I will ask the students if they have any questions.
EVALUATION: I will know if my students learned from this lesson by giving them a follow up activity. Also students will be writing a paper later in the unit and I will be able to see if they used the homonyms correctly.
ACCOMMODATIONS: Any students that have special need, I will accommodate with them. Examples would be if students had visual impairments, I could provide bigger font on for the quotes. If students need for me to read the quotes aloud, I can do so as well.